special education student teaching handbookpreparing you for the teaching profession. if you have...

Michael D. Eisner College Of Education

DEPARTMENT OF SPECIAL EDUCATION

Student Teaching

Handbook

A handbook for traditional and on-the-job student teachers

Spring 2017

Teacher Education Committee

Department of Special Education

WELCOME TO STUDENT TEACHING!

Dear Student Teacher:

Welcome to a significant transition point in your professional development! You are entering one of

the most challenging yet extremely satisfying professions in our society.

Student teaching is the capstone experience and culmination of the Educational Specialist Preliminary

credential program. Through this experience you will demonstrate your professional competence in the

California Teaching Performance Expectations (TPEs) and your ability to assume the multiple roles

and complex responsibilities of a highly qualified special educator.

During this semester you will be mentored by experienced practitioners. Your university supervisor

will provide reflective supervision through onsite observations and discussions. If you are a traditional

student teacher, your cooperating teacher will serve as a role model and guide your practice in his or

her class or teaching situation. If you are student teaching on-the-job, your onsite supervisor has

agreed to conduct regular observations and provide consistent feedback. Student teaching is your

opportunity to evaluate your practice, problem-solve concerns, and refine your instructional and other

professional skills.

The Department of Special Education at California State University, Northridge is committed to

preparing you for the teaching profession. If you have any questions about your student teaching

assignment or experience, please do not hesitate to contact your university supervisor or the Special

Education Teacher Education Coordinator.

Our best wishes for a successful and enjoyable beginning to your chosen profession as a special

educator.

The Teacher Education Committee

Department of Special Education

Table of Contents

I. Overview of Student Teaching

a. What is student teaching?

b. The student teaching team

c. Site selection and length of time for student teaching

d. Evaluation of student teaching

II. Preparing for Student Teaching

a. A checklist for getting started

b. Professionalism

c. Responsibilities and expectations for student teaching

i. Traditional & ITEP candidates

ii. On-the-job candidates

Overview of Special Education Student Teaching

• What is student teaching?

• The student teaching team

• Site selection and length of time for student teaching

• How will I be evaluated?

What is Student Teaching?

(Please note: the terms “student teaching” and “student teacher” in this handbook apply to the

culminating fieldwork experiences in both traditional & on-the-job placements.)

Student teaching is both a learning experience and a time when your professional

competencies will be evaluated. During this supervised fieldwork assignment, you will

be expected to develop and showcase your skills as a teacher until you are able to

successfully plan and implement all the learning experiences for the students in your

classroom or on your caseload.

It is important that you have a solid understanding of the expectations as you begin your

student teaching assignment. The purpose of this handbook is to clarify the

requirements for student teaching, and to delineate the roles and responsibilities of the

student teaching team.

Please take the time to familiarize yourself with the guidelines and policies in this handbook.

Understanding these guidelines will help make your student teaching a positive and successful experience.

The Student Teaching Team

The student teaching team is typically made up of three members, each with a critical role to play in

the success of the student teaching experience.

1. The student teacher:a special education credential candidate who has been cleared to student teach by the Credential

Office; may be traditional or on-the-job.

2. The cooperating teacher (traditional) or on-site support provider (on-the-job):a credentialed teacher who provides guidance, support, and reflective supervision to the student

teacher.

3. The university supervisor:a university faculty member who collaborates with the cooperating teacher (or support provider) and

the student teacher to provide feedback, reflective supervision, and guidance to the student teacher.

Cooperating Teacher

University Supervisor

Student Teacher

Understands the requirements for

successful completion of student

teaching

Works with the Cooperating

Teacher and University Supervisor

to improve practice

Is responsible, prepared, and

open to feedback

Demonstrates

professionalism

and ethical behavior

Provides meaningful feedback,

guidance and support to the

Student Teacher, and offers a variety

of opportunities for participation

Works collaboratively with the

University Supervisor to improve

the practice of the student teacher

Encourages reflection and

development of skills

Models professionalism

and ethical behavior

Collaborates with the Cooperating Teacher to support the

development of the Student Teacher and to solve problems

should they occur

Supports the Student Teacher in understanding and

completing all the requirements of SPED 580

Provides meaningful guidance, support and

feedback to the Student Teacher

Criteria for Selection of Placements for Student Teaching

The choice of an appropriate placement for student teaching is critical to your success. Every student

teaching placement must be recommended or approved by a full-time faculty member in the

Department of Special Education, and must meet department criteria according to specialization. For

specific criteria, please see the Policy statement related to Criteria for Selection of Sites for Student

Teaching (Section V).

Length and Time of Student Teaching

• DHH, M/M and M/S students:

Student teaching for DHH, M/M and M/S students is a minimum of one semester in length. A

student who has not reached acceptable levels of competency by the end of one semester may

be offered one of the following options:

o extending the student teaching (length of extension to be determined by the university

supervisor), or

o withdrawing from student teaching and reenrolling in a subsequent semester (may be

done only once).

For more specific policies regarding these options, see the Policy statement related to Length

and Time of Student Teaching (Section V).

• ECSE:

ECSE has two student teaching assignments, one in preschool-preK and one in early

intervention. Students are required to complete a minimum of one semester in a preschool or

preK program in the role of the early childhood special educator teaching young children with

IEPs. Students are also required to complete a minimum of 100 hours of supervised fieldwork

in an early intervention program (birth to 36 months) serving families and their infants and

toddlers who have IFSPs. A student who has not reached acceptable levels of competency by

the end of each assignment may be offered one of the following options:

o extending the student teaching (length of extension to be determined by the university

supervisor), or

o withdrawing from student teaching and reenrolling at a subsequent period (may be done

only once for each required ECSE assignment).

Evaluation of Student Teaching

Student Teaching Competencies

The competencies for all California educators are based upon the California Teaching Performance

Expectations (TPEs), and during the supervised student teaching assignment you will be evaluated on

those competencies as outlined by your specialization. By the end of the assignment you will be

expected to demonstrate effective knowledge and skills in planning instruction, creating meaningful

learning experiences, using assessment, managing learning environments, and collaborating to meet

the needs of diverse students with special needs.

Each specialization area has different forms that detail the specific way they use these competencies to

evaluate their student teachers. Please refer to the student teaching forms (Section IV) to see the

evaluation competencies for your specialization.

Video Capstone Assignment: Teaching Event

Every special education teaching candidate will be asked to complete an extensive video assessment

documenting and reflecting on his or her proficiency in the California Teaching Performance

Expectations. In order to successfully complete student teaching, you must meet expectations on all

sections of the video assignment.

Preparing for Special Education Student Teaching

• A checklist for getting started

• Professionalism

• Responsibilities and expectations for student teaching

A Checklist for Getting Started

The following steps are designed to help you get ready for student teaching. Please meet with an

advisor in your area of specialization to see if there are additional steps needed for your particular

program.

Meet with your advisor at the beginning of the semester prior to student teaching to:

• review your program plan to ensure pre-requisites have been met;

• discuss placement options/approval of student teaching assignments;

• provide an overview of general expectations/requirements of student teaching;

• discuss the student teaching application process.

Apply for student teaching by submitting the application to the Credential Office. Applications

must be downloaded from the Credential Office website and delivered in person to the Credential

Office when completed.

• Priority deadline for fall or summer*: March 20th

• Priority deadline for spring: October 20th

* If you are an ECSE candidate who plans to student teach in the summer and fall of the same year, you must

submit two separate student teaching applications before March 20th. No summer student teaching is

available for M/M, M/S or DHH specializations.

Review student teaching handbook

• Review expectations

• Review competencies

• Review policies

• Review roles of student teaching team members

Professionalism

For most people, student teaching is a time of transition to a new role as an education professional.

The following guidelines will help you conduct yourself in a manner befitting a teacher and a CSUN

representative. Remember, first impressions can last a long time!

Appearance and Attire

• Avoid wearing jeans or very casual clothing unless the activities of the day specifically call for it.

• Wear shoes appropriate to the workplace. Rubber flip-flops are not appropriate or safe.

• Do not wear clothing that exposes the midriff or lower back. Avoid halter-tops, spaghetti straps and

shorts or short dresses. Avoid t-shirts with inappropriate logos. If you present yourself like a

professional educator, people are likely to treat you that way!

• Always keep in mind that teachers are role models for the students they teach.

School Culture

• Learn about the rules for school routines such as parking, leaving campus during the school day, signing

in and out, and use of the teacher workroom.

• Always be aware of the safety of the children first.

• Inform your Cooperating Teacher as well as the front desk whenever you are forced to be absent.

• Always ask before borrowing materials or copying ideas you see in the classroom.

• Respect the teacher’s private belongings and space.

Ethics

• Everything you see and hear in your classroom is protected by rules of confidentiality. It is unethical to

reveal the names of students in your program, or to talk about their needs in a public setting. Avoid

lunchroom gossip!! • If you are using documents like IEPs or student work samples for student teaching assignments always

first remove all identifying information such as last names, addresses, dates of birth, etc. Students

must have permission before accessing IEPs or using them in an assignment.

• Confidentiality applies to the adults as well as the students. It is unethical to talk about the practices of a

specific teacher or school by name. Please confine discussions of problems or issues to the student

teaching seminar or to private conversations with your university supervisor.

• Cell phone use and texting in classrooms is prohibited except in case of emergency.

Responsibilities and Expectations for Student Teaching: Traditional & ITEP Candidates

Day 1:

On your mark, Get set, Go!

• Introduce yourself to faculty, school staff, and students. Make

sure these people understand your role as a student teacher.

• Become familiar with the school layout and resources.

• Learn procedures for notifying school staff if you will be

absent.

Weeks 1-2:

You’re off and running!

• Familiarize yourself with the expectations for the semester,

including those outlined in the syllabus, Student Teaching

Handbook, and assignment guidelines.

• Give Cooperating Teacher the observation forms.

• Observe and become familiar with the classroom routines,

students, and instructional materials.

• Learn procedures for using school resources and obtaining

supplies.

• Review IEPs and become familiar with students’ needs.

• Observe and become familiar with classroom behavior support

systems.

• Become familiar with teacher’s instructional planning and

delivery methods.

• Obtain texts and teaching materials.

• Keep notes throughout the day and conference with teacher

regarding observed lessons on a daily basis.

• Assist with activities in all instructional groupings (e.g. 1:1,

small groups, and whole group).

• Develop a schedule with Cooperating Teaching for gradually

assuming teaching responsibility during the semester.

• Clarify your role as a student teacher and your responsibilities

towards paraprofessionals.

Weeks 3 - 8 (or midpoint):

You’ve hit your stride now!

• Plan, develop and teach lessons, including modifications as

needed, and reflect on them with the Cooperating Teacher on a

daily basis.

• Schedule observations with University Supervisor and

Cooperating Teacher.

• Gradually increase responsibility for several activities/subject

areas per day, including individual, whole group and/or small

group lessons.

• Take initiative to assist the Cooperating Teacher with teaching

and classroom routines.

• Begin to work with and direct the activities of

paraprofessionals (if relevant).

• Establish relationships/communication with family members.

• Participate in data collection/monitoring of students’ progress

in curricular areas and toward IEP goals.

• At the end of the midterm period, arrange for your midterm

evaluation, conferencing with Cooperating Teacher and

University Supervisor.

• Submit paperwork for Preliminary Credential to the Credential

Office.

Weeks 9 – 14 (or two weeks

prior to end date):

Time to pick up the pace!

• Assume primary responsibility for several activities/subject

areas per day, including individual, whole group and/or small

group lessons as well as several classroom routines.

• Plan, develop and teach lessons, including

accommodations/modifications as needed, and reflect on them

with the cooperating teacher.

• Schedule remaining observations with University Supervisor

and Cooperating Teacher.

• Continue to work with and direct the activities of

paraprofessionals (if relevant).

• Continue to establish relationships/communication with family

members.

• Create and implement data collection systems.

• Observe and participate in assessment and writing of IEPs.

Observe/participate in at least one IEP meeting.

• Participate in the development and adjustment of behavior

support systems.

Weeks 15-16 (or final 2

weeks):

The finish line is in sight!

• Assume primary responsibility for all teaching, planning and

management.

• Continue to conference with Cooperating Teacher regarding

lessons taught on a daily basis.

• Schedule final visits/formal observations with University

Supervisor and Cooperating Teacher.

• Use collected data to adjust/modify teaching.

• Participate in assessment and writing of IEPs.

• At the end of the assignment, arrange for your final evaluation,

conferencing with Cooperating Teacher and University

Supervisor.

• Gather information related to Clear Credential Program.

Throughout your assignment:

• Discuss concerns as they arise with your Cooperating Teacher and/or University Supervisor.

• Attend all student teaching seminars as scheduled.

• Complete all assignments as indicated on course syllabus.

Responsibilities and Expectations for Student Teaching: On-the-Job Candidates

Weeks 1 – 2:

You’re off and running!

▪ Familiarize yourself with the expectations for the

semester, including those outlined in the syllabus,

Student Teaching Handbook, and assignment

guidelines.

▪ Give On-Site Support Provider the observation

forms, and discuss the schedule for observation.

▪ Keep notes about concerns and questions, and

conference with On-Site Support Provider as

needed.

▪ Continue to assume all regular responsibilities and

planning inherent in your teaching assignment.

Weeks 3 – 8 (or

midpoint):

You’ve hit your stride now

▪ Schedule visits/observations with University

Supervisor and On-Site Support Provider.

▪ Plan, develop and teach lessons, including

accommodations/modifications as needed, and

reflect on them with the On-Site Support Provider.

▪ Continue to assume all regular responsibilities for

teaching and planning in your teaching assignment,

including:

o Establishing leadership with

paraprofessionals (if relevant);

o Establishing relationships/communications

with family members;

o Collecting data and monitoring student

progress in curricular areas and IEP goals;

o Collaborating with colleagues in general

and special education as applicable;

o Developing, implementing and adjusting

behavior support plans when relevant.

▪ At the end of the mid-term period, arrange for your

mid-term evaluation, conferencing with On-Site

Support Provider and University Supervisor.

▪ Submit paperwork for Preliminary Credential to the

Credential Office.

Weeks 9 – 14 (or two

weeks prior to end date):

Time to pick up the pace!

▪ Schedule remaining visits/formal observations with

University Supervisor and On-Site Support

Provider.

▪ Continue to plan, develop and teach lessons,

including accommodations/modifications as needed,

and reflect on them with On-Site Support Provider.


teaching and planning in your teaching assignment.

▪ Reflect on feedback from On-Site Support Provider

and University Supervisor, and integrate that

feedback into your daily teaching responsibilities.

Weeks 15-16 (or final 2

weeks):

The finish line is in sight!

▪ Continue to conference with On-Site Support

Provider and University Supervisor, and to integrate

their feedback into teaching.

▪ Use collected data to adjust/modify teaching.

▪ Schedule final visits/observations with On-Site

Support Provider and University Supervisor.


teaching and planning in your teaching assignment.

▪ At the end of the assignment, arrange for your final

evaluations, conferencing with On-Site Support

Provider and University Supervisor.

▪ Gather information related to Clear Credential

Program.

Throughout your assignment:

• Discuss concerns as they arise with your On-Site Support Provider and/or

University Supervisor.

• Attend all student teaching seminars as scheduled.

• Complete all assignments as indicated in course syllabus.

special education student teaching handbookpreparing you for the teaching profession. if you have...

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